Keeping instruction and assessment aligned and in balance
Tapping into pupils’ self-motivation and driving continuous innovation and improvement in instructional practices
The language of instruction issues in relation to the children's native tongue, and inclusive approaches in the context of increasing decentralisation of education
How to bring student-centered instruction into crowded classrooms
- The need to base instruction practices on how children learn – evidence-based policymaking & best practice, Language of instruction – how do children learn language – ( best approach according to evidence is mother tongue and introduce 2nd language throughout schooling ) . How do we get clear guidance and standards aboutusing languagein the classroom to deliver the curriculum and to support literacy understood and applied at schol level?.
- Taking into account the drivers of instructional practice other than evidence (lots of urgent pressures on education like politics, economic demands, media pressures on policymakers) so evidence-based strategy not necessarily to the fore.
- Latest evidence coming out about language of instruction – Save the Children will be revealing new conclusions from the draft of its new report, due out in November.
- Schooling should be responsive, teachers should respond to children in their care, how do you make that happen? What support frameworks are needed for responsive teaching?
- What support structure is needed for best practice – decentralised structures can allow for greater flexibility, locally responsive approach, but they can mean some areas are really cut off from support. Also, looking at teacher education initiatives, especially for areas that are cut off. Angela Ho, Head of the Educational Development Centre at Hong Kong Polytechnic University, Hong Kong Nancy Ames, former Vice President, Educational Development Center EDC (by video)
Stream leader
Dr Janice Jackson, Lecturer on Education and Senior Associate for the Executive Education Leadership Program, Harvard Graduate School of Education
Table of Contents
Discussions
Keeping instruction and assessment aligned and in balanceTapping into pupils’ self-motivation and driving continuous innovation and improvement in instructional practices
The language of instruction issues in relation to the children's native tongue, and inclusive approaches in the context of increasing decentralisation of education
How to bring student-centered instruction into crowded classrooms
Speakers
Helen Pinnock, Education Advisor, Save The ChildrenHelen's discussion areas
- The need to base instruction practices on how children learn – evidence-based policymaking & best practice, Language of instruction – how do children learn language – ( best approach according to evidence is mother tongue and introduce 2nd language throughout schooling ) . How do we get clear guidance and standards about using language in the classroom to deliver the curriculum and to support literacy understood and applied at schol level?.- Taking into account the drivers of instructional practice other than evidence (lots of urgent pressures on education like politics, economic demands, media pressures on policymakers) so evidence-based strategy not necessarily to the fore.
- Latest evidence coming out about language of instruction – Save the Children will be revealing new conclusions from the draft of its new report, due out in November.
- Schooling should be responsive, teachers should respond to children in their care, how do you make that happen? What support frameworks are needed for responsive teaching?
- What support structure is needed for best practice – decentralised structures can allow for greater flexibility, locally responsive approach, but they can mean some areas are really cut off from support. Also, looking at teacher education initiatives, especially for areas that are cut off.
Angela Ho, Head of the Educational Development Centre at Hong Kong Polytechnic University, Hong Kong
Nancy Ames, former Vice President, Educational Development Center EDC (by video)
Stream leader
Dr Janice Jackson, Lecturer on Education and Senior Associate for the Executive Education Leadership Program, Harvard Graduate School of Education